Teacher Candidate(s): Alex Fisher School: SUNY Cortland Date: 11/11/19

Unit/Activity: Forehand/ Backhand Pickleball Grade: 8

Central Focus: Students will demonstrate proper form of the forehand and backhand in pickleball and successfully get the
ball over the net. # in class: 20
Lesson Focus: Forehand/Backhand
Demonstrates the mature form of fore- hand and backhand strokes with a short- or long-handled implement with power and
Lesson Plan i accuracy in net games such as pickleball, tennis, badminton or paddle ball. (S1.M14.8), Creates open space in net/wall games
1 of 5 NYS/National with either a long- or shorthandled implement by varying force or direction, or by moving opponent from side to side and/or
Standards
forward and back. (S2.M7.8), Varies placement, force and timing of return to prevent anticipation by opponent. (S2.M8.8),
Transfers weight with correct timing using low to high striking pattern with a long-handled implement on the forehand and
backhand sides. (S1.M15.8), Forehand- and backhand-volleys with a mature form and control using a short-handled
implement during modified game play. (S1.M16.8), Varies the speed, force and trajectory of the shot based on location of the
object in relation to the target. (S2.M9.8), Independently uses physical activity and fitness equipment appropriately, and
identifies specific safety concerns associated with the activity. (S4.M7.8)
Objectives
Assessment Tool Length of class: mins
Situation / Task / Criteria
Teaching Styles:
Psychomotor BY the end of the lesson students will be able to hit the ball over the net successfully Practice
S1.M14.8/ Teacher Observation Self-Check
Domain 4/5 times with proper form.
Cooperative
Stations
Affective S2.M7.8/ Throughout the lesson students will show their knowledge of pickleball by using
Teacher Observation
Domain S2.M8.8 coordination, decision making, and competition 5 times.

By the end of the lesson students will know when to use the backhand or the forehand
S1.M16.8/ in a game situation.
Cognitive
Self-Assessment
Domain List of
Academic Forehand, Backhand, wrist snap, rotate, weight shift, diagonal
Language Used
Fitness Objective Equipment:
Throughout the lesson students will perform speed, reaction time, and power related
Health/Skill / Teacher Observation 5 pickleball nets
skills 3 times.
PM/Cogn 20 racquets
20 pickleballs
Common Core CC Standard Cue board
Standards 25 polyspots

References(e.g. Book, course packet, pg #, complete web address URL):

Safety Statement S4.M7.8/ Be aware of the people around you so you don’t hit them in your backswing. Also
Be aware of a wild hit so you don’t get hit by a ball.
NYS Learning Standard 1 – Personal Health and Fitness: Students will have the necessary knowledge and skills to establish and maintain physical fitness, National Standards – The physically literate individual:
participate in physical activity, and maintain personal health. 1. Demonstrates competency in a variety of motor skills and movement patterns.
1A. Students will perform basic motor and manipulative skills. Students will attain competency in a variety of motor and sports activities. 2. Applies knowledge of concepts, principles, strategies and tactics related to movement
1B. Students will design personal fitness programs to improve cardio respiratory endurance, flexibility, muscular strength, endurance, and body composition and performance.
NYS Learning Standard 2– A Safe and Healthy Environment: Students will acquire the knowledge and ability necessary to create and maintain a safe and healthy 3. Demonstrates the knowledge and skills to achieve and maintain a health-enhancing
environment. level of physical activity and fitness.
 2A. Students will demonstrate responsible personal and social behavior while engaged in physical activity. They will understand that physical activity provides the
opportunity for enjoyment, challenge, self-expression, and communication.
2B. Students will be able to identify safety hazards and react effectively to ensure a safe and positive experience for all participants. 4. Exhibits responsible personal and social behavior that respects self and others.
NYS Learning Standard 3– Resource Management: Students will understand and be able to manage their personal and community resources. 5. Recognizes the value of physical activity for health, enjoyment, challenge, self-
3A. Students will be aware of and able to access opportunities available to them within their community to engage in physical activity. expression, and/or social interaction.
3B. Students will be informed consumers and be able to evaluate facilities and programs.
3C. Students will also be aware of career options in the field of physical fitness and sports

Adaptations,
Lesson Time Organization Assessments, Reminders
Description
Components (mins) CFU, Academic Language,
Alignment to objectives
CFU- what were some strategies
1-3
Instant Activity Students will volley the ball back and forth over the net with the prior knowledge they already have of pickleball. you used to hit the ball over the
min
net?

Transition
Hello my name is Mr. Fisher and today I will be teaching you about the forehand and the backhand in pickleball. When you hear my
Introduction,
clap and the sound of my voice I would like everyone to stop what they are doing and listen to further instructions for the next
Signal for
1-2 activity. Pickleball is a great sport because it is easier and less straining than tennis and badminton. Since it takes less effort it can be CFU- what was my signal for
Attention,
min used later in life as a lifetime activity. The net is lower and the ball moves slower. It’s a great modification instead of playing tennis. attention.
Hook,
Also, by the end of today I would like everyone to be able to hit the ball over the net successfully using their backhand and forehand
Expectations
swing.
Transition Demonstrate and talk about the cues.

Students will advance to different poly spots and hit the ball to the other side of the court alternating forehand and backhand. The
2-3 CFU- What were some cues you
Fitness Activity student that is not in line or hitting the ball will be tossing the ball to the student with the racquet. Once the student has advanced
min used in that activity?
through all the poly spots the students will rotate to the next spot on their court.

Transition
Body of Lesson Teaching Progressions – Show some of the major tasks/activities listed on your Activity Progression Worksheet.
(Lesson Focus)
Learning Tasks Cues (Refinements) – Variations / Modification –
Adaptations,
a) For each learning task, please describe demonstrations and/or Simple words to Add variations to the learning tasks to make it
Assessments, Reminders
questions that will facilitate student learning and engagement. improve performance easier and harder according to needs and abilities
CFU, Academic Language,
b) Describe the learning task. E.g. Hit the ball over the net to your and understanding. of the students (lower and higher skilled students).
Alignment to objectives
partner 10 times. E.g. Eyes at target
a. Students will pick partners and be on opposite sides of the court from one another. A student on one side will toss the ball to the
How would you make this activity
2-3min Task #1 students dominate side and have them perform a forehand swing. Once the student has performed this 5 times they will switch. The
harder?
students will focus on using the cues that have been previously explained.
b. The student will use cues throughout the swing 1. step Easier – Have the students stand closer to the net.
to hit the ball over the net. 2. weight transfer
3.rotate Harder – Add targets for the students to hit
Teachers voice
Transition
2-3min Task #2 a. Students with the same partner will be on opposite sides of the court. A student on one side will toss the ball to the opposing How would you make this activity
students non-dominate side. The student with the racquet will perform a backhand swing. Once the student has performed the easier?
backhand swing 5 times they will switch. The student will focus on the cues that have been previously explained.
 b. The students will perform multiple backhand 1. step Easier – bigger, lighter ball
swings while using proper cues. 2. weight transfer
3. hand roll Harder - speed of the toss
Teachers voice
Transition
a. With the same partners students will volley the ball back and forth and alternate hitting the ball with their forehand and backhand
What were some things you did to
2-3min Task #3 swings. Students will again demonstrate proper cues. Now that the student is more comfortable they will try to outsmart their
outsmart your opponents?
opponent by hitting the ball long, short, and with different speeds.
1. follow through Easier – Have them use the entire court
b. Students will perform a volley with their partner 2. eye on ball
using cues and different efforts. 3. quick Harder - have them focus on ball placement on the
opponents side
Transition

Task #4 a.
b. 1. Easier –
2.
3. Harder -

Transition
a.
Task #5
b. 1. Easier –
2.
3. Harder -
Transition

Lesson Closure,
Hook to Next
Lesson
Pre-planning: Previous instruction in this activity (earlier grade levels)

Evaluation of Post-planning: “Assessment Informs Teaching:” future needs based on assessment results
Lesson
Teacher Reflection Notes:

(Include any assessment, task cards, exit slips you used): Describe and number
Instructional
Supports
 Lesson Plan Instructions
Section 1: Contextual Information

Lesson Plan Component Directions Course/s

Lesson plan # Indicate the # in the lesson sequence or unit EDU 255
Teacher Candidate/s Write name of teacher(s) EDU 255
School SUNY Cortland or the school where lesson is taught EDU 255
Unit/Activity List the unit or activity EDU 255
Central Focus: A statement that captures or summarizes the overarching learning outcomes associated with content standards and
learning objectives. It may not be as broad or comprehensive as a central focus used in a longer unit of instruction, but it should
Central Focus EDU 255
represent a focus beyond facts and skills. For example, the central focus for a physical education learning segment might be
executing basic basketball skills in a small-sided game.
More specific than the central focus as in what is being taught today and what are the national outcomes that are being addressed?
Lesson Focus & EDU 255
List the national outcomes (words and #) and in section 2 of the lesson, be sure to indicate where you will meet these outcomes
National Outcomes EDU 355
e.g. S1.E13.1: Throws underhand, demonstrating two of the five critical elements of a mature pattern.
Date Date or anticipated date the lesson is expected to be taught. EDU 255
Grade Indicate the grade level of the lesson. This may be a range for secondary. For example, Grades: 7th-8th. EDU 255
# in Class Number of students in the class or give a range (15-20 students). EDU 255
Length of class Total duration of the lesson. EDU 255
NYS/National Standards Indicate the NYS and the National Standards which align with the lesson. EDU 255
PED 201 writes objectives as proposed goals. Include a situation, task, and criterion in each objective in this format:
PED 201
Objectives i.e.- SITUATION- TASK (in bold); CRITERIA (underlined). The criteria must be measurable, observable and specific.
PED 434
Affective and Fitness objectives should be THEMED based
Identify a formal or informal assessment tool for each objective. The tool must match the corresponding objective criteria. Formal
PED 434
Assessment tool assessment tool examples include: written quiz, rubric, rating scale, checklist, self-report, journal, etc. Examples of informal
EDU 255
procedures include teacher observation and CFUs. Indicate the assessment tool in the right hand column on pg. 2-3.
Teaching Styles Bold the styles used in the lesson EDU
255/355
Academic Language A list which includes the “Language of the activity/discipline”. – could include vocabulary, symbols, concepts, cues such as: “drop
EDU 255
shot”, a referee’s ‘T’ for time-out, F.I.T.T., “step w/ opposition”. The students are expected to use these terms within the lesson.
EDU 355
EDU 355 uses academic language at a higher level and goes beyond vocabulary. AL is indicated in the right column on pg. 2-3.
Common Core Standards Identify the CC standard the lesson will support. Copy from the CC website. Physical Education supports Literacy/Language Arts in EDU 355
the CC. Go to: http://www.corestandards.org/ELA-Literacy/CCRA/L/  
Click on reading, writing, speaking standards and the grade on the right and find the corresponding standard - copy # and text 
 **Connect the CC standard with your academic language task**
e.g. Grade 3 comprehension: CCSS.ELA-LITERACY.SL.3.1.D: Explain their own ideas and understanding in light of the
discussion.
Equipment List all the equipment and number used in the lesson. PED 201
EDU 255
Safety Statement Brief statement or statement in form of a quote/script. Also indicate in the right column on pg. 2-3 PED 201
EDU 255
References Full internet URL; APA format on books w/ page #, references are proof of standard practice such as:
 Malmberg, E. (2003). Kidnastics: a teacher-centered approach to teaching gymnastics. Champaign, IL: Human Kinetics.
EDU 255
(pp.33-35)
 Internet site- use the FULL url!!! Like this: http://www.exrx.net/Articulations/Shoulder.html#anchor102874

Section 2: Lesson Activities

Lesson Plan Component Directions Course/s
Column: time Provide a range of estimated time for each task presented EDU 255
Column: organization A “map” of S and T placement, if space is limited, attach supplement EDU 255
Column: adaptations, Explain the protocol (management of students, equipment, time and space) used in each assessment. Describe CFU procedures; write EDU 255
assessments, reminders, out specific questions.
PED 434
CFUs Academic Language Show the alignment between task, objective and assessment.
PED 356
Alignment If you have a specific focus student or student that needs individual adaptations, you can write it in here as well.
Plan and describe a task that students will participate in upon arriving to the learning environment. May be used as a 5 minute fitness EDU 255
Instant Activity
or warm-up activity
Explain how the students will move from one space to another. Example: When I say “go”, when the music stops, when you hear the EDU 255
Transition
signal for attention…Place the equipment in the hula-hoop/ basket and meet in the circle.
Transcribe an introduction to the day’s lesson. Make sure to provide a set induction, outline, and introduce academic language. EDU 255
Hook
Introduction Signal for Attention
Overview/Expectations
Address any objectives/assessments you will expect your students to accomplish – be explicit!
Every lesson should come with an activity where fitness is EXPLICITLY taught. Explain the fitness activity here and be sure it is EDU 255
Fitness Activity aligned to your fitness objective. PED 382
Include the full (words and #) National Outcome! EDU 355
Body of Lesson
Describe the task with enough detail so someone else could teach it.
 Tasks In the first row of the task (a), explain how you will get the students engaged in the activity (through questions, or demonstration?). EDU 255
In the second row (b) you will describe the task in detail.
List cues used for the task. PED 434
 Cues
EDU 255

 Variations Add modifications to make the tasks easier and harder according to the skill level of the students. (use GLSP)…(examples: change PED 434
the time, distance, challenges, 3 of people, etc.). EDU 255

Lesson closure Review lesson; check for understanding, hook to the next lesson. EDU 255
Evaluation of lesson
  Pre-planning Name of school, date and grade (PED 201).
PED 201
Knowledge of students, community, personal assets/characteristics. What do the students know and what can they do before the
EDU 255
lesson. Include info about pre-assessment. Include a summary of previous instruction in the activity or related activities. Describe the
PED 434
present level of performance if known.
 Post-planning Analysis of student performance. What did the students learn in this lesson? Explain what your observations were or what your EDU 255
assessments tell you. PED 434
 Teacher reflection From the data and post planning, what can you do as the teacher moving forward to the next lesson? Teacher reflection includes
notes what worked, what didn’t, why, and what to change. EDU 255
PED 434
Instructional supports Attach copies of the assessment tools, recording forms, cue cards, station cards, etc. Be sure to list and number. Remember to PED 434
include language cards you will use within your lesson. EDU 355
i
Lesson plan updated November 18, 2014 – Dr. Baert